ERIC Number: EJ883525
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 53
Reflective, Humanistic, Effective Teacher Education: Do Principles Supported in the "Deans' Accord" Make a Difference in Program Outcomes?
Rideout, Glenn W.; Koot, Robert A.
Canadian Journal of Education, v32 n4 p927-956 2009
This study examines two Canadian teacher education programs in relation to reflection-based principles identified in the Association of Canadian Deans of Education's "Accord on Initial Teacher Education". In one program, data analysis indicated a strong link between the practice and beliefs of pre-service teachers: they became more humanistic and their practices were more authentic. In the other program, the relationship between practice and beliefs was weak; practice tended to become more imitative of custodial mentor teachers, more accurately described as inauthentic. The study concludes that when reflection-enhancing practices are prominent, teacher education programs more likely generate humanistic and authentic effective outcomes consistent with reflection-based "Accord" principles.
Descriptors: Preservice Teacher Education, Mentors, Teacher Education Programs, Data Analysis, Deans, Outcomes of Education, Foreign Countries, Preservice Teachers, Student Attitudes, Humanism, Educational Practices, Reflective Teaching, Program Effectiveness
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Canada